Description |
ix, 203 pages ; 24 cm |
Bibliography |
Includes bibliographical references (pages 189-192) and index. |
Contents |
Introduction: the dream of liberating education: A 'talking book': a dialogue on dialogue ; Rigor and motivation in a liberating course ; Modeling a critical theory of knowing ; Remaking knowledge and power: the politics of reading ; The myth of value-free learning -- How can teachers become liberating educators?: Reinventing ourselves: challenging tradition and mass culture ; Traveling without maps: a trip towards liberating education ; Student responses: resistance and support ; Changing through experience: teachers learn with and from students ; Liberating methods reveal dominant ideology ; Other places: education in movements and communities ; Being critical of the system while teaching inside it: lecture versus discussion formats ; Teacher-talk versus dialogue, domination versus illumination ; Knowing is not eating facts: dialogue and subject matter -- What are the fears and risks of transformation?: Fear and risk: the results of dreaming inside history ; What fear can teach us: limits and lessons ; Acting in spite of fear ; The fear of student resistance. |
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Is there structure and rigor in liberating education?: Structure against structure: liberating classrooms transform traditional authority ; Creative rigor: democratic and directed ; Rigor is depth and change: understanding versus memorizing ; Freedom and limits in a liberating classroom ; Together, but not equal: teacher-student differences -- What is the dialogical method?: Liberating discourse: dialogue transforms communication ; Participatory learning: dialogue and 'situated pedagogy' ; Starting with reality to overcome it ; Empowerment is a social act ; Class and empowerment ; The teacher as artist -- Do first-world students need liberating?: Defining a 'culture of silence' ; A 'culture of sabotage' ; Transforming silence and sabotage: the limits of education ; Beyond the limits of education ; Reading and resistance: school-words versus reality. |
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How can liberating educators overcome language differences with the students?: Researching student language: the idiom and starting points for dialogue ; Social class and classroom discourse: abstract versus concrete speech ; Conceptual versus metaphoric language: transforming the academic idiom ; Making the process go: the teacher's directive responsibility ; The 'inductive moment' in critical discourse ; Humor in dialogue ; Facing racism and sexism in a dialogic class -- The dream of social transformation: how do we begin?: Starting out: the ethics of transforming consciousness ; The right to challenge inequality and domination ; Opening the dialogue: invitation, not manipulation ; A practical agenda for day one ; Imagination in dialogue: making the future possible -- Selected bibliography: resources for transformation. |
Summary |
"Highly recommended. ... Written in a rather interesting manner--primarily as a conversation--this book serves nicely as an informal yet rigorous treatment of critical pedagogy. There is a satisfactory blend of theoretical investigation and practical personal anecdote." Choice. |
Subject |
Education -- Aims and objectives -- United States.
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Teaching.
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Discussion.
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Dialogues.
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Dialogues. (OCoLC)fst00892505
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Discussion. (OCoLC)fst00895143
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Education -- Aims and objectives.
(OCoLC)fst00902507
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Teaching. (OCoLC)fst01144565
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United States. (OCoLC)fst01204155
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Erziehungsphilosophie (DE-588)4070955-3
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Nichtautoritäre Erziehung (DE-588)4171711-9
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Pädagogik (DE-588)4044302-4
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United States (DE-588)4078704-7
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Onderwijsvernieuwing.
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éducation -- Etats-Unis -- entretien.
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United States.
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Indexed Term |
Education - Sociological perspectives |
Added Author |
Freire, Paulo, 1921-1997.
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Other Form: |
Online version: Shor, Ira, 1945- Pedagogy for liberation. South Hadley, Mass. : Bergin & Garvey Publishers, 1987 (OCoLC)566232719 |
ISBN |
089789104X |
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9780897891042 |
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0897891058 (pbk.) |
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9780897891059 (pbk.) |
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0333439333 |
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9780333439333 |
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0333439325 |
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9780333439326 |
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